Solve the problem of learning fractions in mathematics trough scaffolding

Abstract

Literature study of fraction learning problem in mathematics and scaffolding strategies, aims to reveal the results of previous research and offer solutions to solve the problem through scaffolding. This literature studies are sourced from the IOP conference series journal, science direct, and springer link journal articles, to expand the study taken from other sources, both journal articles and source books. The basis of the scaffolding theory refers to Vygotsky’s opinion which includes two main ideas, namely the zone of proximal development (ZPD) and scaffolding. The conclusions from the literature study are; (1) difficulties in understanding the concept and fraction calculation operations in mathematics experienced by elementary school students, junior high school students, and primary school teacher education students, (2) to help overcome difficulties understanding fraction concepts and fraction calculation operations, it is necessary to provide learning time according to student needs until achieving a complete understanding, (3) solutions to help learning fractions concepts and fraction calculation operations can be pursued through the ZPD scaffolding strategy by combining teacher-student dialogical interactions, collaborative, contextual, enriching metaphors, and dynamic communication.